Equity and inclusion in educational policies: perspectives based on the reports of School External Evaluation

• Autor(a) principal: Seabra, Filipa
• Data de Publicação: 2020
• Outros Autores: Mouraz, Ana, Abelha, Marta, Henriques, Susana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v12i5.23445

There is growing centrality of the themes of equity and inclusion in education, and a turn from more restricted perspectives on these concepts seems to consolidate, towards a vision that understands the need to extend them to all students, responding to the diversity of their characteristics, needs and potential. In Portugal, Law-Decree 54/2018 consolidated this change, following what is advocated at the international level.The external evaluation of schools (EES) also highlights, in its third cycle, themes related to equity and inclusion, including in its Reference Framework, referring to the “Promotion of equity and inclusion of all children and all students” and “Results for equity, inclusion and excellence” (IGEC, 2019).Acknowledging this convergence, and recognizing the role that EES has taken in terms of inducing practices and transforming discourses, we present an analysis of the reports of the third cycle of external school evaluation, highlighting issues related to equity and inclusion. Specifically, we questioned in which areas of the framework of reference to these concepts are highlighted, what are the perspectives of equity and inclusion present in these documents, who are the preferred targets of this concern with equity and inclusion, and what measures adopted by schools are highlighted in the reports . We also enriched the analysis with a diachronic perspective, based on previous reports from the same schools. Results point to these concepts being taken into account since the onset of EES, in an increasingly open interpretation.